
Glass. 
Book. 



COPYRIGHT DEPOSIT 



EDUCATIONAL MONOGRAPHS 

/ PCBLI6HED BT THE 

New York College for the Training of Teachers 

Vol. IV. No. 1. { ^'''''t^1::l:i'i2^Ztfi:.^'"^ \ Whole No. 19. 



Studies 



FROM THE 




Kindergarten 



The Students in the Department of the Kindergarten, 

WITH AN INTRODUCTION BT 

ANGELINE BROOKS. 

Professor of Kindergarten Methods, Director of the Kindergarten, 

New York College for the Training of Teachers. 



Copyright, 1891, by New York College for the Training of Teachers. 



New York : 9 University Place 
London: Thomas Laurie, 28 Paternoster Row 



For Mothers 



Avho desire to learn more of the principles of the Kinder- 
garten in their application to earliest child-culture, a limited 
number of Mothers' Classes will be organized in the Fall 
and Winter of i89i-2,.to be held at such places and 
times as may best suit the convenience of those who 
compose the several classes. The hall of the New 
York College for the Training of Teachers, or the par- 
lors of churches or of private residences, either in 
New York or vicinity, ma}' be chosen as places of 
meeting, according to convenience. These classes, al- 
though they are intended primarily for mothers, will 
be open to any who are interested in the subject. 

Full particulars regarding the nature and the scope 
of the lectures and the terms for the course will be fur- 
nished .to those who apply either in person or by 
letter. 

Definite arrangements have already been made for one 
course of lectures to be held at the New York College 
for the Training of Teachers, 9 University Place, on suc- 
cessive Wednesdays at 3:30 o'clock, p.m., beginning on 
Wednesday, October 28, 1891. 

Applications- for information or for admission may be 
addressed to 

ANGELINE BROOKS, 

New York College for the, Training of Teachers, 

9 University Place, 

New York City. 



FOR KINDERCARTNERS. 

KINDERGARTEN STORIES AND MORNING TALKS. A Manual for 

Teachers. By Miss Sara E. Wiltse, author of "Stories for Kindergartens and 
Primary Schools, x + 21'2 pciges. Teachers and introductory price, 75 cents. 
This is a careful selection from stories told in the Boston and St. Louis Kindergartens 
■with the addition of some never before printed. The author seems to have a genuine 
gift for such -writing, as all who have read her stories will agree. 

The Morning Talks are entirely original, and are intended to instruct in natural history, 
promote good habits, and aid the child in moral growth. 

Besides the stories, the book contains suggestions for presenting them to the children, 
outlines for talks, hints for clay modelling, and innumerable helpful remarks. 

Will he welcomed by all Kindergartners. 

It seems to me that her stories are selected with much tact, and told with infinite good 

taste. It will surely be welcomed by all thoughtful Kindergartners W. N. Hailmann 

Supl. of Schools, La Porte, Ind., and author of Kindergarten books. 

STORIES FOR KINDERGARTENS AND PRIMARY SCHOOLS. By Sara 

E. Wiltse. Sq. 12mo. iv. + 75 pages. Illustrated. Boards: Mailing price, 30 

cents ; for introduction, 25 cents. Cloth: 40 and 35 cents. 

rhese stories have been told to children ; in truth, they are a Kindergarten growth, 

\ey charm without exciting fear, and delight without a suggestion of the immoral side 

life. 

No TFonder they are good, then ! 

These stories reveal an intimate knowledge of the chUd-mind and the devices which 
jamand its interest.— The Christian Register, Boston. 

'^or other illustrated valuable books, see our Common School Catalogue, sent free on applicatum. 

CINN & COMPANY, Publishers, 

BOSTON. NEW YORK. CHICAGO. 



KINDERGARTEN gSk ! "eIF 



Catalogue sent on request. Inquiries 
answer ed cheerfully and promptly. 



" PLANT A FREE KINDERGARTEN 

in any quarter of this overcrowded metropolis, and you have begun then and 
there the vv^ork of making better lives, better homes, and better citizens and a 
better city." Richard Watson Gilder. 

Not until the organization of the New York Kindergarten Association did 
there exist any systematic endeavors to promote the establishment of free 
kindergartens in the City of New York. Under the auspices of this Asso- 
ciation public meetings have been held in various places by way of arousing 
interest and educating public sentiment. Private parlors have been kindly 
thrown open, either formally or informally according to the wish of the hostess, 
to the friends of the movement — meeting for the consideration of the kinder- 
garten question. 

As the result of the labors of this Association two free kindergartens have 
already been established and are now in operation. One of these, located at 
351 East 53rd street, is supported by the Association itself; the other, located 
at 63rd street and First Avenue, by funds supplied by the Associate Alumnae of 
the Normal College. It is expected that, by the kindly co-operation of indi- 
viduals and organizations friendly to the cause, the number of free kindergartens 
may be largely increased in the coming autumn. 

At the request of the Association, the Board of Education of the City of New 
York is seriously considering the introduction of the kindergarten system into the 
public schools, as has already been done in our largest cities. 

The New York Kindergarten Association through its officers and Executive 
Committee earnestly solicit communications from individuals or organizations 
who desire information, or who seek an opportunity to give practical aid to the 
work. The first annual report of the Association is ready for distribution and 
will be sent upon application to the Secretary, and an earnest invitation is 
extended to the public-spirited citizens of New York to visit in person the 
Kindergartens which have been already organized. 

THE OFFICERS OF THE ASSOCIATION ARE 

Richard Watson Gilder, Mrs. Sidney Webster, 

Presideiif. jd Vice-President. 

Mrs. Grover Cleveland, Prof. Jasper T. Goodwin, 

isl Vice-President. Treas., Columbia Coll., N. Y. 

Hamilton W. Mabie, Daniel S. Remsen, 

2d Vice-President. Secretary, 69 Wall St.-, N. Y. 

Members of the Executive Committee, in addition to the 
officers: 

Miss Angeline Brooks, Mrs. Seth Low, 

Miss Jenny Hunter, Mrs. Mary H. Simpson, 

Dr. David G. Wylie. 



CONTENTS. 

PAGE. 

I. The Law of Unity, the Basis of the 
Kindergarten. Anna Electa Crawford, - 5 

II. The Whole Child to be Educated, — 
THE Head, the Heart and the Hand. 
Annie Rose Webster, ----- 7 

III. The Unity of the Human Race; the 
Child in Vital Relations with his 
Fellow-men. Edith Wright Jones, - - 9 

IV. The Unity of the Human Race with 
God ; Religious Education of the 
Child. Grace Fairbank, - - - - 12 

V. The Unity of Life ; the Importance 

OF Infancy. Madel Wilson, - - - 14 

VI. Education Through Symbols. Evelyn 

Laurence Collins, - - - - - 16 

VII. The Use of Symbols in Teaching Music 
Illustrated ; Color and Gesture as 
Symbols of Musical Tones. Prof. 
Theodore F. Seward, ----- 20 

VIII. Education Through Symbols as Illus- 
trated BY Froebel's "Mother Play." 
Mary Katharine Voting, - - - - 25 



IX. Kindergarten Gifts; Selected Sym- 
bols. Sarah Augusta Miller, - - - 29 

X. Fifth Gift Sequence. (Dictated by 
Anna Electa Crawford),* . _ _ _ 

{a). Helen Louise Brown, _ _ _ _ 

{b). Mabel Cleves, --_--_ 

{c). Lillie Isabelle Hurd, - - - _ _ 

{d). Florence Spear, _____ 

{/). Jessie Quinan, ______ 

XI. Sixth Gift Sequence, Invented by Mary 
Katharine Young, - - - - - - 32 

(Dictated by Lena Risley Carter') 

(a). Helen Louise Brown, _ _ _ _ 

(d). Alice Carson, _--_-_ 
(c). Katherine Eltinge, - _ _ _ _ 
(d). Matilda Vernon Ferrie, _ _ _ _ 
(e). Bessie Green Parsons, _ _ _ _ 

(/). Gertrude Marietta Windsor, _ _ _ 

XII. The Symbolic Meaning of Play. Helen 
Gertrude Thayer, - - - - - 38 

XIII. The Kindergarten Occupations Epito- 
mizing THE Industries of the Race. 
Matilda Lydia Gibbs, ----- 39 

XIV. "Come Let Us Live with Our Chil- 
dren." Anielie Margaret Farquhar, - - 43 

XV. The Law of Unity Applied ; A Morn- 
ing in the Kindergarten. Irene Chitten- 
den Farquhar, ------ 44 

* Omitted for lack of apace. 



INTRODUCTION. 

The development of the Kindergarten is one of the 
great events of the century. At no earlier period of the 
world's history would such a movement have been pos- 
sible, for hitherto the importance of early childhood for 
educational purposes has not been generally recognized ; 
neither could the movement have been delayed, for this 
scientific age, which everywhere traces the relation of 
V effect to cause, is awake to the vital importance of the 
seed-sowing period of the child's life, and demands that 
this period shall be provided for. 

The legal school-age in most of the states is six years, 
but all intelligent observers of children know that during" 
the first six years tendencies have been given to mind and 
heart which will largely determine the future. A child of 
six may be truthful, obedient, loving, gentle, refined, 
eager for knowledge, or he may be the reverse of all this, 
but the school must take him as it finds him ; with his 
preliminary education it has nothing to do. To meet the 
educational requirements of this hitherto neglected period 
of the child's life the Kindergarten is found to be perfectly 
adapted, and there is a strong public sentiment in favor of 
its adoption both as a preliminary to the school, and as a 
means of doing preventive and uplifting work among the 
degraded classes of society, the philanthropist and the 
educator alike recognizing the fact that it is better to form 
than to reform. 

The School Board of New York City is already con- 



sidering plans for the introduction of the kindergarten 
system, within such limitations of age as the present laws 
admit, and the New York Kindergarten Association, of 
which Mr. Richard Watson Gilder is President, has inaug- 
urated a movement which is destined to accomplish great 
things for the neglected children of the city. 

No city in the world has before it so difficult an educa- 
tional problem as that which confronts New York. An 
immense and rapidly increasing foreign population, igno- 
rant of our language and of the principles which underlie 
our national life, it must transform into good citizens. Into 
it is pouring the refuse of the old world, masses of people — 
ignorant, stolid, thriftless, degraded, vicious — and against 
these it must protect itself. The Kindergarten can reach 
the children of this class as no other available means can 
do, and it is through the children that the parents can be 
influenced most effectually. 

The following papers, which were read at a demon- 
stration of Froebel's system, given May 23, 1890, by the 
students of the Kindergarten department of the New York 
College for the Training of Teachers, assisted by Prof. T. 
F. Seward, present a brief outline of the principles and 
methods of the Kindergarten, and are intended to give 
some of the reasons for the claims which are made for it as 
an educational system. 

Angeline Brooks. 



studies from the Kindergarten. 



THE LAW OF UNITY THE BASIS OF THE KIN- 
DERGARTEN. 

Friedrich Frcebel, the founder of the Kindergarten sys- 
tem, was born in 1782 and died in 1852. His mother died 
while he was a child, and being the son of a Lutheran 
clergyman, he had few opportunities for education. His 
childhood was an unhappy one, and at the age of thirteen 
he left his home to become apprenticed to a forester with 
whom he spent some years, afterward obtaining a position 
as school-master. It was while engaged in teaching that 
he discovered that he had found the vocation for which he 
was best adapted. 

Frcebel became very much dissatisfied with the prevail- 
ing methods of teaching, and with the idea then generally 
entertained that the training of the intellect was the chief 
work of education. He believed that the whole educa- 
tional system in Germany needed reformation, and that 
education, to be efficient, must be the result of a more 
concordant development of the whole nature. He believed 
also that education must begin in early childhood. 

To familiarize himself with methods of primary 
instruction, Frcebel became the assistant of Pestalozzi. 
But while Pestalozzi treated the youthful mind mainly as a 
passive recipient of truth, goodness, and beauty, it was 
Froebel's idea that the child must be trained by natural 
methods, that is, by the methods employed by the Great 
Teacher of all men in the development of the race. After 
careful study, Frcebel announced an educational system 
based upon an educational law which he was the first to 



6 Studies from the Kindergarten. 

announce to the world. This law he called the Law of 
Unity, and he declared that upon its observance his whole 
system stood or fell ; for it was the application of this law 
that made his system a system. By the Law of Unity, he 
meant that all things were to be treated in their relations, 
and that nothing was to be left in isolation. It is by this 
law that the Great Teacher works on every plane in 
Nature, and Froebel, in developing his system, looked 
at every step of the way to Nature for guidance. A 
writer on this subject has said, "Illustrations of the opera- 
tion of the Law of Unity, obvious to the most careless 
observer, abound everywhere, while the searcher after 
Nature's secrets finds the same law working in all her 
hidden processes. It is the balancing of centrifugal and 
centripetal forces that keeps the heavenly bodies in their 
unvarying paths ; it is the united action of the heat and 
light of the sun that gives life and fertility to the earth ; it 
is by the balancing of waste and repair through the won- 
der-working chemistry of Nature that the ever-returning 
wants of the animal and vegetable world are supplied, and 
the face of the earth continually renewed. The disinte- 
gration of all material things would result, should the 
action of the Law of Unity be for one moment suspended." 

It is in his book The Education of Man, that Froebel 
lays the groundwork of his system. His opening words, 
grand and solemn, like a confession of faith, are these : 

"In all things there lives and reigns an eternal law. 
This all-controlling law is necessarily based on an all- 
pervading, energetic, living, self-conscious, and hence 
eternal Unity. This Unity is God. All things come from 
the Divine Unity, from God, and have their origin in the 
Divine Unity, in God alone. God is the sole source of all 
things." 

Froebel felt that education should elevate man to a 
knowledge of himself and of mankind, to a knowledge of 



Studies from the Kindergarten. 7 

God and of Nature and to the pure and holy life to which 
such knowledge leads. These are his own words : "Never 
forget this : it is not by teaching and imparting a mere 
variety and multitude of facts that a school becomes a 
school in the true sense, but only by emphasing the living 
unity that is in all things ; and it is just because this truth 
is so often forgotten or neglected that we have at present 
so many school-teachers, but so few school-masters, and 
so many institutions of learning, but so few schools." 
How the Law of Unity is observed in every activity of the 
Kindergarten, it will be the aim of the following papersjto* 
show. ' 

Anna Electa Crawford. 



2. THE WHOLE CHILD TO BE EDUCATED,— 

THE HEART, THE HEAD, AND 

THE HAND. 

In carrying out the principles of Froebel, the aim of the 
Kindergarten is to train the child harmoniously, that is, to 
train heart, head, and hand ; no one of these three can be 
neglected without injury to the other two. 

The heart is the center of the whole being ; "out of it 
are the issues of life." The intellect takes its place as 
guide and counsellor to the heart, and suggests ways and 
means of fulfilling its desires ; and the hand is chief execu- 
tive. The child cannot use his hand intelligently unless 
the intellect is guide. The uninterested mind will nat 
work and there can be no interest in any endeavor unless 
"the heart is in it." The true Kindergartner induces the 
child to engage heartily in his work by appealing to that 
love of the good and the beautiful which is the natural 
heritage of childhood. What the man is, had its begin- 
ning in the child. No one can be a scientist who has not 



8 Studies from the Kindergarten. 

had open eyes in childhood ; no one can be an artist who 
in early years has had no appreciation of beauty in form 
and color. 

Although we do not expect that all will excel in wis- 
dom or be skilled in art or invention, we desire that all 
may have at least so much of the scientific, artistic, and 
philosophic mind that they may be able to appreciate and 
enjoy the works of others. We try to teach the children 
to see something, — all that the eyes, given them by God, 
are capable of seeing. We wish them to hear with their 
own ears the voices of Nature, and not to listen by proxy; 
we wish them to feel so fully the goodness of Him who 
ordereth all, that they will love Him as naturally as they 
breathe. An atmosphere of love is as essential to the 
child as sunshine is to the plant. The mind that is not 
joyous can no more receive and retain instruction than the 
stomach that is not in healthy activity can receive and 
digest food ; and for this reason the first aim of the teacher 
should be to make the child happy in his work and play. 

Ruskin says, "Education, rightly considered, consists, 
half of it, in making children familiar with natural objects, 
and the other half in teaching the practice of piety towards 
them (piety meaning kindness to living things and orderly 

use of the lifeless) The human soul in youth is 

not a machine of which you can polish the cogs with any 
kelp or brick-dust near at hand, and having got it into 
good, empty, and oiled serviceableness, start your immor- 
tal locomotive at twenty-five years old, or thirty, express 
from the Straight Gate on the Narrow Road. The whole 
period of youth is essentially one of formation, edification, 
instruction, in-taking of stores, establishment in vital 
habits, hopes and faiths. There is not an hour of it but is 
trembling with destinies, not a moment of which, once 
past, the appointed work can ever be done again or the 
neglected blow struck on the cold iron." This is the testi- 
mony of one of the world's great philosophers. As a 



Studies from the Kindergarten. g 

means of rousing the intellect, the Kindergartner seeks 
to make the child familiar with natural objects ; she en- 
deavors to promote the training of his hand by guiding it 
in the "orderly use of the lifeless," and to train his heart 
to right affections by making him so love all that lives that 
he must inevitably be kind to all. 

Intellectual giants, emotional beings devoid of common 
sense, and men of brawn, even if needed, are not so much 
needed as are capable men and women, faithful in do- 
mestic relations, genial and kindly in social life, and 
thoroughly patriotic. The Kindergarten, of course, does 
not profess to make such men and women of all the chil- 
dren who come under its influence ; it leaves much of the 
work to be done by teachers in the higher grades, where, 
with methods adapted to older pupils, should be carried 
out the principles on which the Kindergarten is based. It 
is the province of the Kindergartner to lay a broad and 
sure foundation through orderly doing and pleasant play. 

Annie Rose Webster. 



3. THE UNITY OF THE HUMAN RACE; THE 

CHILD IN VITAL RELATIONS WITH HIS 

FELLOW-MEN. 

Froebel was once invited by the Duke of Meiningen to 
take charge of the education of his son, but he declined to 
do so, saying that no child could be educated alone, that 
to attain a healthy development he must be educated with 
others. 

It evidently was the design of the Creator that men 
should live in friendly relations ; the proof of this is seen 
in the degradation into which men sink when, they live in 
isolation. Humanity is a living organism, each member of 
which is in vital relation to every other member. This 
truth is recognized in common language by such expres- 



lo Studies from the Kindergarten. 

sions as, "the way of the world," "the body of the people," 
"the condition of humanity." Poetry frequently desig- 
nates the human race as a unit. 

Men everywhere recognize social ties. Nowhere on the 
face of the globe can be found a tribe utterly destitute of 
social customs. A man deprived of all social intercourse 
is apt to become little better than a brute, and solitary 
confinement as a means of punishment is intellectual and 
social starvation. The prisoner's feelings of isolation and 
desolation are often too hard to be borne, and the mind 
gives way under the strain. 

The fewer social connections and moral obligations a 
man recognizes the less he will value those that he does 
recognize. Statistics show that, in proportion to the pop- 
ulation, there are more criminals in the lonely country 
than in crowded cities. Among the lower animals the 
gentler ones live in communities, while the fierce and 
destructive ones roam singly. TJhrough companionship 
men are stimulated to improve their condition on every 
plane. A man associated with people who recognize, 
more clearly than he, good social conditions and good 
morals, will at once desire to rise to their standard. 

The question, how early should social training begin .-* is 
an important one. All social relationships start from one 
point, the mother. The baby's first smile is his earliest 
utterance of social feeling, and as the smile is intended for 
his mother, so all his earliest feelings are connected with 
her. The first social community into which the child is 
introduced is the family ; when he is brought into the 
presence of strangers, he evinces the absence of any social 
relation with them either by crying or by appearing 
unconscious of them. For this reason children in asylums 
and orphanages are at a great disadvantage ; they cannot 
have one starting-point for their social relations, but are 
obliged either to form a great number, or, what is worse, 
to form no relations. 



Studies from the Kindergarten. 1 1 

Though social training begins with home-life and in 
the family circle, it must not be forgotten that too much 
home-life and too great limitation to the family circle will 
develop a narrowness which will have an injurious effect. 
A child confined at home and kept aloof from other chil- 
dren will hardly acquire correct ideas of the world or be 
fitted for that social life to which all men have a natural 
tendency. One of the especial objects of the Kinder- 
garten is the promoting of social education ; in all its 
activities the children are intimately associated and are 
taught to adapt themselves to one another. 

The social law of the Kindergarten is that each child 
may do as he likes so long as he does not interfere with 
others ; while, at the same time, the will of each must be 
subordinated to the good of the whole. By yielding to 
the requirements of this law the child is preparing in the 
best possible manner for the future activities of life. A 
petted child upon entering the Kindergarten, often desires 
to have his own way. He is not happy if he cannot be 
indulged in choosing the game and if he is not allowed to 
take in it the most prominent part, and many bitter 
experiences must come before he learns to yield gracefully 
to the laws of the social community. 

The Baroness Marenholtz has said, "The play of chil- 
dren with one another forms the basis of all culture and 
more especially of moral culture. Without the love of his 
kind, without all the manifold relations of man to man, 
all morality, and all culture, would inevitably collapse; 
in the instinct of fellowship lies the origin of State, of 
Church, and of all that makes human life what it is." 

Edith Wright Jones. 



12 Studies from the Kindergarten. 

4. THE UNITY OF THE HUMAN RACE WITH 

GOD: RELIGIOUS EDUCATION OF 

THE CHILD. 

When it is said that the foundation of the Kindergarten 
is religion, it is not meant that in the Kindergarten we 
teach dogmas, — creeds and catechisms — but that the chief 
corner-stone of the system is the recognition of the spirit- 
ual nature. To answer any question which may arise as to 
the truthfulness of this statement, and to give strength to 
the conviction of those who fully believe it, I quote from 
Frcebel's two books, The Education of Man and The 
Mother Play ; also from Reminiscences of Frcebel by the 
Baroness Marenholz von Bulow. 

The Education of Man opens by saying, " In all things 
there lives and reigns an eternal law; this all-controlling 
law is necessarily based on an all-pervading, energetic, liv- 
ing, self-conscious, and hence eternal Unity. This Unity 
is God." In education, " primarily and in truth man works 
only that his spiritual nature may assume outward form. 
The fowls of the air in a human sense neither sow nor 
toil; but in their songs, in the building of their nests, in 
their varied[and manifold actions, they reveal the spirit and 
life with which God has endowed them. Thus should man 
learn from the fowls of the air and the lilies of the field to 
reveal in his outward work and deeds, the spirit that God 
has breathed into him." 

Frcebel would have the teacher study the child as " a 
struggling expression of this inner divine law," and he 
says, " The aim of instruction is to bring the scholar to in- 
sight into the unity of all things ; jinto the fact that all 
things have their being and life in God, so that in time he 
may be ablest© live in accordance with this insight." 

In an essay, extracts from which are preserved by the 
Baroness^Marenholz, Frcebel says, "The groundwork of 
the religious life is love, — love to God and man." Love to 



Studies from the Kindergarten. 1 5 

man necessarily begins in the home, and Frcebel appeals 
to the mother with her baby in her arms to foster the 
spiritual life. In the notes to a play called The Dove 
House, he says, "The child has a feeling that he is a spark 
of the spirit of God." To the mother he says, "Therefore 
foster this feeling as much as you can, that it may be to 
the child an unceasingly active, comprehensive, although 
yet an unintelligible, feeling. Mother, do not say your 
child is tQO young ! Do you know when, where, and how, 
spiritual development begins } Do you know when, where, 
and how the limits and the beginning of the not yet exist- 
ing may be, and how they always make themselves known .-* 
In God's world, just because it is God's world, created by 
God, is expressed a constant, that is, undivided, continuous 
development, in all and through all. We have to open the 
eyes of our children that they may learn to know the 
Creator and his creations." 

The child, is endowed with a religious capacity, for as 
Frcebel says, "If it were possible that a human being 
could be without religion, it would also be impossible to 
give him religion. It is easy for the child to love God 
whom he has not seen, if he loves his mother and brother 
whom he has seen." 

With conviction Frcebel declares, "Genuine, true, living 
religion, reliable in danger and struggles, in times of 
oppression and need, in joy and pleasure, must come to 
man in his infancy. A religious spirit, a fervid life in God 
and with God, in all conditions and circumstances of life, 
will hardly in later years, rise to full, vigorous life, if it has 
not grown up with man from his infancy." 

The spirit grows' through activity, and the work, begun 
by the mother, is carried on by the Kindergartner, who 
realizing her responsibility, leads the child to Nature, 
because "from every object of Nature and life there is a 
way to God." Grace Fairbank. 



14 Studies from the Kindergarten. 

5. THE UNITY OF LIFE: THE IMPORTANCE 
OF INFANCY. 

"Life," says Froebel, "is one continuous whole, and all 
the stages of development are but links in the great chain 
of existence ; and since nothing is stronger than its weak- 
est part, it is essential that the first link, babyhood, be 
made firm enough to bear the strain of future life." To 
Froebel we are indebted for a system which gives infancy 
its proper place, for although many others entertained the 
idea of its importance, Friedrich Froebel was the first to 
prescribe educational methods for that period of life. 

One has truly said: "Froebel may be called the dis- 
coverer of childhood, because he had the philosophic 
insight to trace back to their beginnings in infancy, the 
germ period of life, all the universal traits of the fully 
developed man. Love of home, love of country, desire for 
possession, all the social and religious virtues, have, he 
says, their root in some manifestation of the earliest child- 
hood ; and he declared that it was the duty of those who 
have the responsibility of the education of children to know 
the meaning of the child's first activities, in which are 
seen the germs of the mature character, and to nourish 
and cherish them as such." Infancy is the time when in 
every direction there are given tendencies, which, unless 
changed, will continue to grow in strength until the char- 
acter is fixed for good or for evil. 

The period of infancy assigned to the human being is 
longer than that assigned to any other living creature 
and underlying this fact there is a deep significance. It is 
through the firmness of the foundation that we are enabled 
to rear the lasting structure, and in this stage of infancy 
we are laying the foundation of a character destined for 
immortality. 

Froebel thus expresses himself in regard to the impor- 
tance of early education: "Every age of life has its own 



SUidies from the Kindergarten. 13 

peculiar claims and needs, in respect to nurture and educa- 
tional assistance, appropriate to it alone. What is lost to 
the nursling cannot be made good in later childhood, and 
so on. The child, and afterward the youth, have other 
needs and make other demands than the nursling, which 
must be met at their proper ages, not earlier, not later. 
Losses that have taken place in the first stage of life in 
which the heart-leaves, the germ-leaves of the whole 
being, unfold, are never made up. If I pierce the young 
leaf of the shoot of a plant with the finest needle, the prick 
forms a knot which grows with the leaf, and becoming 
harder and harder, prevents it from obtaining its perfectly 
complete form. Something similar takes place after 
wounds which touch the tender germs of the human soul 
and injure the heart-leaves of its being. Therefore we 
must keep holy the being of the child, since his impres- 
sions at this stage are stronger and more lasting than those 
in later life, and because that power of resistance is then 
wanting, which his later consciousness brings. It would 
have been far different with humanity if every individual in 
it had been protected in that tenderest age, as befitted the 
human soul which holds within itself the divine spark." 

There should also be a continuity of development, for, 
as Froebel says, "It is pernicious to consider the stages of 
human development (such as infant, child, boy, man) as 
distinct and not as life shows them to be, continuous in 
themselves, in unbroken transitions. It is exceedingly 
objectionable to consider, as is often done, that childhood 
and manhood are something wholly unlike the period of 
infancy and boyhood. The man will not see that he is but 
a child of larger growth ; and the boy scorns with affected 
superiority the connection with his childhood. Parents 
should realize that their sons are not men until they have 
fully experienced and participated in all the stages that 
precede manhood." Froebel emphasises this truth when he 
says, "The child, the boy, and the man, should know no 



l6 SUidies from the Kindergarten. 

other endeavor than to be at every stage of development 
wholly what that stage calls for ; then will the next stage 
spring like a new shoot from a healthy bud ; for only the 
adequate development of life at each preceding stage can 
effect and bring about the adequate development of each 
successive and later stage." 

We see, therefore, that life is one continuous whole, 
springing from one Great Source to whom it eventually 
returns ; that every human being at any given moment 
of his experience is the result of all his past, and that 
as babyhood is the farthest point back in the history 
of human life, it is the most vital period in human 
development. 

No better idea can be formed of the responsibility of 
those whose pleasure and privilege it is to be entrusted 
with the training of young children than that expressed by 
Froebel's own words : 

" For thyself in all thy works take care 

That every act the highest meaning bear; 

Would'st thou unite the child for aye with thee, 

Then let him with the Highest One thy union see. 

Believe that by the good that's in thy mind 

Thy child to good will early be inclined; 

By every noble thought with which thy heart is fired 

The child's young soul will surely be inspired ; 

And canst thou any better gift bestow 

Than union with the Eternal One to know?" 

Madel Wilson. 



EDUCATION THROUGH SYMBOLS. 

One phase of the Law of Unity, which governs all the 
works of God, is the symbolism of all visible things. The 
material and spiritual worlds are closely related; there are 



Studies from the Kindergarten. in- 

constant analogies between them; the material shadows 
forth the spiritual. Frcebel says "All natural phenomena 
are signs of spiritual truth to which they give expression." 
He was the first to recognize the value and necessity of 
utilizing the symbolism of Nature in educating children. 
He saw the race epitomized in the child, and considered 
that the child should develop in the same way that the 
race has done and by the same means. That he might 
find the natural method of education he not only studied 
the children but also studied the history of the race, to see 
how man had developed; and he found that God has edu- 
cated humanity by means of symbols. "The undeveloped 
mind needs sensuous perceptions, visible signs, in order to 
arrive at an understanding of truth," and God, having made 
man and knowing his needs, placed him in a world of 
symbols, by the use of which he might learn spiritual truths 
and be led to a knowledge of his Creator. 

Carlyle says, "Matter exists only spiritually, to repre- 
sent some idea and body it forth," and Emerson, "What 
men value as a substance has greater value as a symbol.'^ 
Thus we find that the whole world, even life itself, is sym- 
bolic of higher things ; so that most scientific men are 
dealing only with symbols. Some clearly recognize the 
inner meaning of these things; others grasp merely the 
outward form and do not discern their higher symbolic 
use. Thus men have fallen into idolatry; for instance, 
instead of recognizing the sun, the centre of the material 
universe and source of light and heat, as the symbol of 
God, Source of all things, they have in times past failed to 
rise above the symbol to the thing symbolized, and have 
worshiped it as God himself The less the development 
of the mind, the less its ability to comprehend truth unless 
clothed with a symbol. This is why infancy is called the 
symbolic stage; and man's mind, never reaching its full 
development here, has always need of these symbols, life 
itself being but a stage of infancy in comparison with 



1 8 Studies from the Kindergarten. 

eternity. Aristotle says, "Man is a symbol-making 
creature;" and we find man, not only trying to understand 
natural symbols, but making them for himself. The 
heathen has his idols and religious rites, — symbols to him 
of his belief; mythology is full of beautiful allegories, — 
symbols through which man, as he became more devel- 
oped, came nearer to the light; and God has ever led man 
to truth by the use of symbols. In teaching his chosen 
people, God, knowing that they could not see and believe 
the truth without material signs, commanded the observ- 
ance of ceremonies and the keeping of feasts, — types of 
great spiritual truths. The serpent lifted up in the wilder- 
ness, and the sacrifices offered, were but symbols of the 
great and all-sufficient Sacrifice to follow. The Christian 
Church makes use of symbols in its sacraments, and the 
cross is an emblem of our faith. 

Thus Froebel found that teaching by symbols was God's 
plan of education, and therefore the only true plan; and he 
concluded that if the child is to be educated rightly, he 
must early learn to love Nature and become acquainted 
with its symbolism. He said, "The child must learn to 
read the book that God has given to humanity, namely, 
the world, which he has created and in which he has 
manifested his divine thoughts." In reference to thus 
educating the child it is of vast importance how we regard 
Nature; as Froebel expressed it, "It is quite a different 
thing whether we look upon concrete things and facts as 
merely material things and facts, serving this or that 
outward purpose, or contemplate them as the outward 
forms of spiritual contents, the media of higher truths and 
higher knowledge. In this sense the material world is a 
symbol of the spiritual world, and it^is in this sense that 
education needs to use it, especially in leading the child to 
the ultimate cause of all things, God." 

The use of symbols is universal. Every nation has its 
particular flag or ensign; different colors, metals, flowers, 



Studies from the Kindergarten. 19 

and animals, are accepted symbols of different ideas. A 
picture, and, therefore, all writing, which consists of 
pictured words, is symbolic; even language itself is but a 
collection of symbols; so we find that it is natural for man 
to make use of symbols. "The temporal is but the husk 
of the eternal, and thoughts can be uttered only through 
things." God has made Nature for man's use; man stands 
between it and God to be brought to a better understand- 
ing of his own being and to be better fitted for companion- 
ship with God by acquaintance with it. He gains a better 
knowledge of himself through Nature, because in it he sees 
himself reflected as in a mirror. 

To introduce the child easily to the study of Nature 
Froebel epitomized it for his use in the Kindergarten gifts; 
also in plays, — especially representative plays such as are 
used in the Kindergarten. The representations which the 
children enact in their own persons reflect their own lives. 
For instance, in the play of the "Bird's Nest," the child 
sees his own home life reflected in the family of birds. In 
contemplating Nature as Froebel would have him do, the 
child is led nearer God. In the life and apparent death of 
the flowers he learns the lesson of the resurrection; he 
learns the same spiritual truth in watching the butterfly 
emerging from the chrysalis. In fact, he finds that all 
through Nature there is no death, only endless resurrection. 

These analogies, far from being accidental, were ordained 
by God. The material and spiritual worlds complement 
each other. We see that this is true by the direct use that 
God has made of natural symbols in teaching men. It was 
the Creator of Nature who taught by parables, using 
natural things as symbols and thus merely unfolding the 
deep meaning that He had placed in them. Dean Trench 
says these analogies are "arguments and may be alleged 
as witnesses, the world of Nature being throughout a 
witness of the world of spirit, proceeding from the same 



20 Studies from the Kindergarten. 

hand, growing out of the same root, and being constituted 
for this very end." 

Evelyn Laurence Collins. 



THE USE OF SYMBOLS IN TEACHING 

MUSIC. COLOR AND GESTURE AS 

SYMBOLS OF MUSICAL TONES. 

What is there in music to be symbolized } One element 
■of tones is so obvious that it found expression in the 
infancy of the art. The gradation from grave to acute is 
so suggestive of an ascent by steps that when the true 
order of their arrangement was understood, the device of 
a series of parallel lines was employed as a symbol, and 
the musical alphabet was named a scale or ladder. But at 
this point the symbolism ceased and remained without 
change or addition for a thousand years. Only in the 
19th century is the truth revealed that the inner meaning 
or spirit of music is allied with all other expressions of 
the divine element in nature and the moral element in 
man. Rather should it be said that the truth was re-dis- 
covered, for both Pythagoras and Plato taught that the 
laws of music are of universal application, corresponding 
with all other general laws in the universe. 

A new order of symbolism grows out of a recognition 
of the character of tones in their key relationship. If a 
tone is heard singly, or dissociated from all other tones, it 
produces no emotional impression whatever. It is merely 
the effect upon the ear of a certain number of vibrations. 
But let tones be heard as the group or family which we 
call the scale, and a positive emotion is at once excited. 
If they are played or sung from doh to doh, they produce 
an impression of strength, firmness, dignity. If played 



Studies from the Kindergarten. 21 

or sung from lah to lah, the feeling is totally different. 
The impression now is of plaintiveness tinged with melan- 
choly. Why is this .'' Because the seven tones in their key 
relationship have as truly distinct individualities as the 
different moral natures of seven people. Doh is char- 
acterized by firmness and strength. Hence the impression 
already spoken of in singing the scale. The quality of 
the two tones (lower doh and upper doh) is so positive that 
it is imparted more or less to the others when sung in that 
order. The second tone of the scale, ray, induces in the 
hearer a sense of restlessness or expectancy. It does this 
either by a rousing effect if it is of a high pitch, or by an 
impression of pleading or prayerfulness if it is low. Me is 
gentle, calm, restful. Fah produces a gloomy effect with 
a depressing tendency. Soh is bright, hopeful, clear, like 
the sound of a trumpet. Lah is sad, but not in a gloomy 
way Y\V^ fah. It is more of a plaintive or pensive sadness. 
Yet b> an association with other tones, it may express a 
deep mournfulness. TV has a very piercing, penetrating 
quality, with a strong tendency upward. It therefore 
leads quickly to the firm and steadfast doh. 

The superficial observer sometimes objects to this theory 
of tone-characters, because there are so many exceptions 
to the ascribed effect of any given tone. But the same 
objection would hold against the characters of human 
beings. No one is always in the same mood. We are 
influenced in a thousand ways by our surroundings. A 
person whose general temperament is heavy and sombre 
is sometimes the liveliest one in a social circle, and vice 
versa. The modifications of tone-impressions belong to 
the same general law. They are affected by association 
with other tones, by rapidity of movement, by accent and 
by various other causes. 

The analogy of tones and color was suggested by Pythag- 
oras, who evidently made much practical use of it in his 
system. Since then it has been regarded as little more 



22 Studies from the Kindergarten. 

than a fancy, till the profound philosophy of Frcebel led 
to its revival. His "law of unity" in the study of nature 
suggested once more the analogy of the seven tones of 
music with the seven colors of the spectrum. In treating 
of this correspondence, the tones of the Tonic chord alone 
will be considered, as they are the central tones (and 
colors) from which the others are derived. It should, in 
justice, be mentioned that the formulated system is due 
to Mr. Daniel Batchellor of Philadelphia. 

Red, the first color in the spectrum, the color of blood, 
is suggestive of vitality, health, strength. Its corres- 
pondence to the firmness and strength of doh, the first 
tone of the scale, is therefore evident. 

Blue, the fifth color of the spectrum gives an impression 
of clearness and distance, as in the vault of heaven. Rus- 
kin in one of his lectures on painting describes at great 
length the power of blue in giving an effect of distance and 
inducing a sense of coolness. Blue is also associated with 
intellectuality. These various characteristics are analo- 
gous to the bright, clear and ringing sok, the fifth of the 
scale. 

Yellow, the third color of the spectrum, is an emblem 
of the moral and spiritual. It is always the predominant 
color in allegorical pictures of heaven. It is the color of 
gold, which is an emblem of moral worth. Hence the 
suitability of yellow as a representative of the gentle me, 
the tone of affection. 

That these are true analogies or correspondences, and 
not merely chance resemblances, is proved by the fact that 
the more profoundly and spiritually we investigate the 
subject, the more vital and striking the analogies are found 
to be. For instance, the tones Doh and Soh, the first and 
fifth of the scale, when sounded together produce much 
of the harshness and disagreeableness of a discord. Intro- 
duce the tone Me, and all harshness disappears, and the 
perfection of harmony is created. So with the corres- 



Studies from the Kindergarten. 23 

ponding- colors, red and blue. When seen together the 
effect is very unpleasant. The French express it by say- 
ing that the colors "swear at each other." Introduce a 
golden yellow and the eye is at once satisfied. Indeed, the 
two arts of music and painting are compelled to make a 
mutual interchange of technical terms, in order to describe 
the individual characteristics of each. Musicians have 
much to say about "coloring" and "shading," and painters 
continually speak of the "tone" and "harmony" of their 
pictures. 

But following the lines of nature does not merely result 
in correct and consistent theories. It leads invariably to 
practical uses. Teaching tones through the symbolism 
of colors brings the art of music into the earliest stages of 
the kindergarten, and supplies for the child the very best 
foundation for all its future musical development. It has 
been justly called "the missing link" of Froebel's system. 
The red, blue and yellow balls may represent the robin, 
blue-bird and canary, and thus the play element of the 
children can be called into fullest exercise while they 
are learning the Tonic chord, the great central fact of 
music, from which the entire art is to be unfolded or de- 
veloped. Of the many pleasing devices which spring from 
this symbolism it is not necessary to speak more fully in 
this brief treatise. 

Music is a universal language, and therefore it is not 
strange that gesture is revealed as one of its forms of 
expression. This introduces not only an ingenious method 
of illustrating the various tone-characters, but it proves to 
be an educational device of so wide a range of usefulness 
that it may be carried on to the latest and highest stages 
of art study, especially in class work. The gestures or 
postures of the hand are as follows. 

Doh is represented by the strongest position the hand 
can assume viz : the clenched fist. 



24 Studies from the Kindergarten. 

i?(7;/, the " rousing" or "prayerful" tone is represented 
by the uplifted hand with the palm outward, an attitude 
often unconsciously assumed by those who either wish to 
attract attention or to make an earnest plea. 

Me, the gentle, tranquil tone, is represented by the hand 
held horizontally, with the palm downward, the position 
of the hand in petting a child or an animal. 

Fah is indicated by the index finger pointing downward, 
as by an orator who predicts all kinds of discouragements ; 
a pessimist who declares that all society is on the down 
grade. 

Soh, the bright, open, trumpet-like tone is represented 
by the open hand, held horizontally toward the spectator 
with the thumb upward. 

Lah, the sad or plaintive tone, is shown by the hand 
drooping from the wrist. 

TV, the piercing tone, with its strong upward tendency 
is shown by the index finger pointing upward. 

There is scarcely any limit to the usefulness of this sym- 
bolism of gesture. It is one of the most ingenious devices 
that the evolution of education has ever produced. The 
teacher may stand facing his class (a great desideratum, 
especially in teaching children) and exercise them in all 
the tones of the scale. He can divide his class into two 
parts and by making the signs with both hands he can 
carry them through an exercise in two-part harmony. At 
a later stage, after the chromatic tones are taught, he can 
add to the scale-tones a sign for the two "accidentals" 
which most frequently occur {fe and to), the sharp fourth 
and the flat seventh. And, finally as the crowning glory 
of the device, a class can, by a suitable alternation of 
the two hands, be carried into nearly every "transition" 
(change of key) or "modulation" (change of mode) that 

can occur in music. 

Theodore F. Seward. 



Studies from the Kinder gm-ten. 25 

VIII. EDUCATION THROUGH SYMBOLS, 
AS ILLUSTRATED BY FRCEBEL'S "MOTHER- 
PLAY." 

The perfection of Froebel's educational system lies in 
the fact that it is as valuable practically as it is theoretic- 
ally. He says, "Education should begin as soon as the 
child is born;" and again, "The individual develops as the 
race has developed." By this he means that the progress 
of the race manifests itself in the individual. However far 
the race may be from maturity and perfection, its advance- 
ment in the arts, industries and sciences, and its present 
moral standards, denote at least that it is no longer in its 
childhood. The experience of all its past has made it 
what it is to-day, and the individual epitomizes in his life 
the life of the race. From infancy to the mature man, 
through all the successive stages of development, the 
individual, no less than the race, is, at each moment of 
his existence, the sum of all his past experiences. Froebel 
says, 

"Often may a symbol teach 
What thy reason may not reach." 

The Great Teacher of the human race never taught His 
disciples a spiritual truth except by means of the material" 
symbol "that seeing they might see and hearing they 
might hear." A teacher was once telling her children the 
story of the Prodigal Son. One little boy asked the ever 
•ready question, "Is it a true story .^" The teacher had no 
hesitation in saying, "Yes." And it is true; universally 
true; true for all times, for all places, and for all people, 
because it is a symbol of truth. Thus it is with all the 
parables ; they are material, concrete illustrations of great 
fundamental truths. Froebel calls childhood the symbolic 
stage of man's development. 

The practical side of these two ideas, early education 
and education by the the use of symbols, is embodied in 



26 Studies from the Kindergarten. 

his book o( Mot/ier-Plaj/s. In collecting material for this 
book he went about among the German peasantry and 
observed mothers as they played with their children. 
Then he selected those plays which he found to be almost 
univeral and to these he added other similar plays. So we 
have the book of Mother-Plays in which he raises the 
mother's intuition to insight. The key to the study of the 
Mother-Play is the correspondence between the material 
and spiritual worlds. This is indicated by the word 
"symbol," for a symbol itself is valuable only because of 
the truth which it symbolizes. The mother, in these plays, 
is giving to the child concrete illustrations of fundamental 
truths, in such a simple, elementary way that they are 
adapted to his capacity for receiving impressions of truth. 
The plays are educational for the child on every plane of 
his being, — physically, intellectually and spiritually. The 
spiritual side of Froebel's system is particularly emphasized 
in this book. Each play is prefaced with a motto, which 
is, however, only for the mother, and which contains a few 
suggestions concerning the truth of which the play is a 
type or symbol. In looking through this book, the plays 
of which may appear trifling to mature minds, it will be 
well to remember one of Froebel's maxims: " The experi- 
ence must be adapted to the capacity of the individual." 
These plays are for educating very young children. 

The broad meaning which Frcebel would have 
included in the word education is readily perceived from a 
study of these plays. Each play is the type of a class of 
plays. One, "The Little Gardener," is played by repre- 
senting with one hand a flower, and with the other hand a 
watering-pot, the spout being made with the thumb. The 
mother first does this that the child may imitate her. 
Frcebel says, "What a child imitates he begins to under- 
stand, and what he does in play he will like to do in 
earnest when he is older." The motto preceding this 
play is, 



Studies from the Ki)idergarten. 27 

''Wouldst thou the mind of the child for the cares of life unfold, 
Let him observe the life-scenes here unrolled. 
Wouldst thou for the cares of inward life prepare him, 
Make sweet to him the life cares that are near him." 

This motto for the mother is full of suggestion and 
meaning. It is, indeed, for the cares and responsibilities 
of life that every thoughtful mother would unfold her 
child's mind and soul. The care of a garden is an impor- 
tant thing in a child's education. It is so important that it 
touches every side of his three-fold being. That garden- 
ing is conducive to physical welfare will not be questioned. 
Hygiene enlarges upon its advantages in this direction; 
the study of plants is an intellectual pastime, and spiritual 
benefits are derived by the child through the care of things 
dependent upon him for life and well-being. Above all, 
he learns the dependence of all things for life upon the 
sun. "Make sweet to him the life-cares that are near 
him," says - the motto. Any child who faithfully and 
sympathetically cares for pet animals and for flowers is 
forip.ing his character for life. In life and growth there is a 
steady progress. "Faithful over a few things," in the 
beginning, means, in the end, "ruler over many things.' 
We attain to things far away by means of the things which 
are near at hand. So, in gardening, the child is interested 
in things which are part of his daily surroundings, and he 
is at the same time taking part in an activity which is 
essential to the welfare of the race. He touches humanity 
through this universal activity. The child who works in 
a garden is constantly looking in the mirror of Nature, and 
who can estimate what he may see reflected in the light 
of spiritual truth and poetic inspiration } 

There are in the book several " Hide-and-Seek" plays 
which are always played with delight and enthusiasm. 
They symbolize a feeling universal to humanity, namely, 
the joy of reunion after separation. This may seem 
trifling, but it is truth reduced to the level of the child's 



28 Studies from the Kindergarten. 

capacity. A long separation would mean nothing to the 
child, for at the reunion he would have no remembrance of 
the parting. This is only adapting the experience to the 
capacity of the individual. 

The "Blacksmith," the "Shoemaker," the "Wheel- 
wright," the "Charcoal-burner," and other similar plays, 
epitomize to the child some of the industries and occupa- 
tions of the race. To any who are interested in the 
education of young children this book will be invaluable, 
and the advantage to the child from the use of it is 
inestimable, for "Froebel, in the field of human, nature, 
goes back to the smallest beginnings and thus finds the 
first link in the chain which connects oq^e moment of 
human development with all others." Infancy is the germ- 
period of man's existence; it is the spring-time of the year, 
the time of seed-sowing. Can the mother, in the spring- 
time of life, let the ground lie fallow and expect to harvest 
much else but weeds .^ I have known mothers, who, 
seeing their children do most cruel and selfish things, 
comforted themselves with the thought that they would 
outgrow their evil propensities. The way to exterminate 
a weed is to pull it up, and not to think that by leaving it 
to grow it will some day cease to be a weed and become a 
beautiful flower. We do not look for such results in 
nature, and the natural world is only the symbol of the 
spiritual. "Do men gather grapes of thorns, or figs of 
thistles.''" 

A sure, firm, and enduring foundation is all-essential, 
whether we build for time or for eternity; whether we con- 
struct houses for the material world or form characters for 
the "everlasting Kingdom." "In the beginning" is the 
sublime keynote of all successful work. 

Mary Katharine Young. 



Studies from the Kindergarten. 29 

IX. KINDERGARTEN GIFTS: SELECTED SYMBOLS 

" Frcebel looked, as no other man ever did, into the 
secret workshop of the child's soul, and thus successfully 
built up a practice in which the whole child shall be edu- 
cated in accordance with the laws of Nature." His system 
includes all the external details and appliances necessary 
to acccompHsh the desired result. 

It is acknowl-edged that, when the child has arrived at 
school age, not only has his body grown but his mind and 
soul have also developed. Too often, while all physical 
wants have been met, little attention has been paid to 
mental and moral culture. Every primary teacher has 
recollections of children who came to her with perverted 
dispositions and tendencies so fixed that she found it well- 
nigh impossible to counteract them. 

Froebel, whose unhappy childhood led him to sym- 
pathize deeply with children in their needs, prepared, as 
one part of the Kindergarten system, a series of play- 
things, called "Gifts." These are perfectly adapted to the 
limited strength of the child, while they meet the require- 
ments of mental and physical training and lay the founda- 
tion for the after-education of school and of life. 

The work of the Kindergarten, excepting the plays and 
Games, is divided into Gift-lessons and Occupations. 
The Gifts are used, by means of a series of lessons, to give 
the child mental and manual discipline. After each lesson 
they are returned to their original form and are kept, 
among the other materials, in the Kindergarten. The 
Occupations, on the other hand, as the epitomized 
industries of the world, are elements, which are to be com- 
bined into wholes by the child, and carried home as his own 
property. Further explanation of the occupations will be 
found in a succeeding paper. 

The question often arises, why are the Gifts so called .-* 
Froebel studied growth in the natural world as symbolical 



30 Studies from the Kindergarten. 

of growth in the physical, mental and spiritual worlds. He 
said that everything on the earth is the gift of God, to be 
used as means to reveal man to himself, to reveal God to 
man, and to prepare for the fuller life to come. A few 
simple forms he selected as typical of these gifts in Nature, 
and called them "the Gifts." These he used as the start- 
ing point of the child's education. The Gifts are ten in 
number, beginning with the ball and concluding with any 
small seed used to represent the point. 

The first Gift, which is merely introductory to the sec- 
ond, consists of six worsted balls, in the six spectrum 
colors. The second Gift, consists of a ball, a cube, and a 
cylinder, composed of wood. This is the basis of the 
Kindergarten. From it are derived all the other Gifts, 
and even the Games and Occupations will be found to be 
related to it. Froebel saw that the materials which God 
has provided are ever being used by man for combinations 
into new wholes, and that in all inventions and industries 
these typical elements only re-appear in new combinations. 
Therefore he took these three forms as epitomizing the 
universe. The ball stands for the earth, the sun, moon, 
and planets, — all the vast wholes of Nature. Its opposite, 
the cube, is the simplest type of the mineral kingdom. As 
reconciling these contrasts, and partaking of the qualities 
of both, appears the cylinder, the typical form of vegetable 
and animal life. 

The third Gift is a 2-inch wooden cube, like the cube of 
the second Gift, but divided once in each direction into 
eight i-inch cubes. This gift is a step in advance of the 
second ; it satisfies the child's desire for investigation and 
enables him to see both the whole and its parts. It is the 
first gift used for building. The fourth Gift is also a 2-inch 
wooden cube, divided by one vertical and three horizontal 
cuttings into eight " bricks," so-called for convenience, 
each 2 inches long, i inch wide, and ^ inch thick. New 
dimensions of length and thickness are thus introduced. 



Studies from the Kindergarten. 31 

The fifth Gift, a 3-inch cube, becomes more complex. It 
consists of twenty-seven i-inch cubes, three of which are 
divided by one diagonal cutting into half cubes or trian- 
gular prisms ; and three more by two diagonal cuttings 
into quarter cubes or smaller tri-prisms. T-rreater dexterity 
and delicacy of touch are now required. The tri-prism 
appears as a new form and the slanting surface becomes a 
reality, while designs built are so varied and real that the 
child learns to love his gift lesson. The sixth Gift, the 
same in size as the fifth, is divided into twenty-seven bricks 
of the same dimensions of those of the fourth; three, how- 
ever, are cut lengthwise into halves, and six, breadthwise 
into halves, giving square prisms, or columns and half- 
bricks of two sizes. The columns of this Gift enable 
the child to build high structures resembling Grecian 
architecture. 

The seventh Gift is composed of five planes made of thin 
pieces of polished wood, in light and dark shades. These 
planes furnish lessons in elementary geometry, and culti- 
vate the art of designing and the love of the beautiful 
through symmetrical form. The planes of the seventh 
Gift are easily derived from the second Gift. The eighth 
Gift consists of steel rings in three sizes, with the corres- 
ponding half-rings. The rings represent the outlines of 
the ball or of the round face of the cylinder. This Gift is 
also used for laying symmetrical patterns. In the ninth 
Gift, sticks of different lengths are used to represent lines ; 
and, in the tenth Gift, small seeds serve as points and with 
them surfaces are indicated in outline. 

Sarah Augusta Miller.- 



32 



Studies from the Kindergarten. 
XI. SIXTH-GIFT SEQUENCE. 




Fis:. I. 



I. 



Separate the gift into six layers, having the three layers 
containing the columns four inches back of the layers 
containing the half-cubes. Place two half-cubes of the 




Fig. 2. 

front, right hand layer — joined to form a brick — so that 
that they lie right and left in the middle of the three whole 
bricks. Then move these half-cubes one-half inch apart. 

Stand a column on each half-cube, face front, and^a 
half-cube on top of each column. Then lay a brick from 
the back, right hand layer, on broad face, on top of the 
two half-cubes just placed. Extend the base in front and 



Studies fj'om the Kindergarten. 



33 



at the back by placing the two remaining bricks on broad 
faces, with long, oblong faces against the middle of the 
base. This uses one-third of the gift. Make two similar 
figures with the remaining two-thirds. 




Fig. 3- 



II. 

Remove the whole brick from the front of the base of the 
right-hand third, and the one from the back of the base of 
the left-hand third, and lay them aside ; move the left- 
hand third and join the back of its base to the front of the 
base of the right-hand third. Extend the sides of the base 
right and left with the two removed bricks, lying on broad 
faces, with long, oblong faces against the middle of the 
sides. Move the two lower half-cubes in front, with 
all that they support, a small fraction of an inch to the 
front. Move the two back half-cubes back the same dis- 
tance. (This is only temporary to make a firm support.) 
Now the top of this structure will support the remaining 
third. For safety move it without the front and back base- 
bricks, and place these afterwards. Place this third on top 
of the other two so that the columns stand right and left. 



34 



Studies from the Kindergarten. 




Fig. 4. 

III. 
Remove the top third in the same way in which it was 
placed (the two base bricks separately). Leave these two 
at one side, as they will not be used immediately. Take 
away the four base bricks from the front, back, right and 
left, and put them with the two bricks not in use. Sepa- 



Studies from the Kindergarten. 



35 



rate into halves the remainder of the two-thirds and we 
have the gift in three equal, like forms with six bricks not 
in use. Have the bases of these three forms touch by- 
edges so that they enclose a space which is a three-inch 
equilateral triangle. This is the foundation lor a three- 
sided temple, or for a fountain. Connect the tops of the 
three sides with three whole bricks lying on broad faces ; 
connect the three bricks just placed with the three remain- 
ing bricks lying on broad faces. 




Fig. 5- 

IV. 

Take away the six bricks just placed on top. Face each 
of the sides of the fountain to the front so that the columns 
stand right and left. Now move these three separate 
structures so that they stand one behind another with bases 
touching. This will make a building with a rectangular 
prism six inches long, three inches wide, and one-half 



36 



Studies from the Kindergarten. 



inch thick for the base. Make a rectangular prism of four 
whole bricks, which shall be four inches long, two inches 
wide, and one-half inch thick, for the roof. Of the two re- 
maining bricks make another rectangular prism four inches 
long, one inch wide, and one-half inch thick, and place it, 
on broad face, over the crack in the roof which runs front 
and back. 




Fig. 6. 



Take away the six bricks that form the roof. Now sep- 
arate the structure into thirds and place the thirds so that 
they stand side by side, bases touching. This will make 
the front of a building, with six columns standing side by 
side on a base nine inches long, two inches wide, and one- 
half inch thick. Take the three whole bricks off the top, 
and by adding to them two more bricks make a rectangu- 
lar prism ten inches long, one inch wide, and one-half inch 



Studies from the Kindergarten. 



37 



thick. Place this on broad lace across the top. In order 
to make this stay it may be necessary to move the two end 
columns a little towards their respective ends of the base. 
Make of three bricks another rectangular prism six inches 
long, one inch wide, and one-half inch thick, and place it, 
on broad face, over the three middle bricks of the prism 
just placed. Put the remaining brick on its broad face 
over the middle brick of the last prism placed. 




Fig. 7. 



VI. 

Take away all the bricks that form the roof except the 
three middle ones of the longest prism. Of those that re- 
main move the right-hand one about one inch to the 
right, and the left-hand one about one inch to the left 
Now we have the three original roofs. Separate the struc- 
ture into thirds, extend the base of each third front and 
back by a brick, as in the beginning, and we have the 
three original thirds. These are easily separated into 
layers. 



38 Studies from the Kindergarten. 



XII. THE SYMBOLIC MEANING OF PLAY. 

Who is it that objects to children's play? No one, in so 
far as the children arc amused and contented. But these 
are not the chief aspects in which the plays of childhood 
should be regarded. We should see in them educational 
value and a means by which and through which the 
powers may be trained. Plato suggested that a child's 
play should be used as a means of education. Pestalozzi, 
Froebel's great predecessor, failed to make his theories 
practicable because he did not appeal to the play-instinct 
of childhood, consequently his prescribed methods became 
toilsome work. In Frcebel's system all activity is glad 
and joyous because it is carried on in play, which is the 
natural activity of childhood. In the Edjication of Man, it 
it said that "Play is the purest and most spiritual activity 
of man at this period and at the same time typical of 
human life as a whole, of the inner, hidden, natural life in 
man and all things. It is not a matter of chance that the 
child is born with this instinctive desire for play. It is a 
power given him by his dear Heavenly Father, a power by 
which he will be enabled to find out himself and the 
relations existing between him and nature." Froebel saw 
in the child, the race epitomized. Thus we have the 
national games such as bowling, archery, base ball, foot- 
ball, cricket, and racing. Again he says, "All these plays 
in their elements have originated from childish instincts 
but they must be consciously regarded in order to reach 
their educational end. People think that children are 
only seeking amusement when they play ; this is a great 
error. Play is the first means of development of the 
human mind ; its first effort is to make acquaintance with 
the outward world, to collect original experiences from 
things and facts, to exercise the powers of body and mind. 
The child should not be left alone in his play, for uncon- 



Studies from the Kindergarten. 39 

sciously he reveals his traits of character, some of which 
may need to be corrected and guided by loving and tender 
words." Another writer says of this, " Play is a sacred 
thing, a divine ordinance for developing in the child the 
harmonious and healthy organism for the commencement 
of the work of life. It is an essential portion ; it is the 
divinely appointed /neans for the development of the race 
into its highest earthly estate. It is the Creator's ordained 
means for developing the child." To sum up in a few 
words all that is involved in the child's play, — he learns 
to discover, to investigate, to contrast, to compare, and to 
invent, and in all of these his imagination is brought into 
free play. 

Is it any wonder, then, that Frcebel carried out this play 
spirit so fully in his kindergarten .' It is this play-spirit 
which the true and careful kindergartner so encourages, 
making it the basis of all so-called "work." If the child- 
ren are marching, they are playing soldiers ; when using 
the building gifts, they are builders ; they are sewers, 
weavers, designers or modelers, as the case may be. How 
much sweeter and lighter the atmosphere of the school- 
room is made by the fostering of this spirit, both for teacher 
and pupil ! Then there is no need of any law, for the law 
is love. 

Gertrude Thayer. 



XIII. KINDERGARTEN OCCUPATIONS EPITO- 
MIZING THE INDUSTRIES OF THE RACE. 

"God is an unceasingly creative energy, every thought of 
God is a deed, a creation unto all eternity. God created 
man in his own image, hence in a sense, man is endowed 



40 Studies from the Kindergarten. 

with creative power. This is the deeper meaning of all 
work." So says Froebel the founder of the Kindergarten. 
Children are much nearer the inner truth of things than we 
are, for their instinct is, to give themselves up to a full, 
vigorous activity. The highest, the most spiritual act of 
which his nature is, at this age, capable, is play. It has 
been called "the first poetry of childhood." In play the 
child gives expression to what he has within; without 
play, the child becomes a machine, losing all freshness and 
all individuality. Through his play we can discover the 
individuality of the child ; in it children thoughtlessly 
betray their inclinations, for they anticipate in play the 
work of after life. Play is delicious for its own sake, not 
from any result that may arise from it ; it is absolutely 
unconscious of purpose. 

But Froebel saw in this phenomenon of play a double 
meaning; in play he saw the germ of work; and he pro- 
vided the right kind of material upon which a child might, 
under direction, exercise his creative, productive energy. 
With him this question of the right training of creative 
activity from its earliest beginnings was akin to 
religion, it was only another side of religious training. He 
says, "Important as the first religious training is, early 
training to industry is every whit as momentous. Religion 
without industry is in danger of becoming an idle dream ; 
toil without religious aspirations condemns man to be a 
beast of burden." Each man's calling upon earth is to 
work ; not only because God works, and man must 
endeavor to be as like God as he can ; but also because 
it is through work that each man takes his part as a mem- 
ber of the social world. 

"It is not the soul alone, nor the body alone, that we 
are training ; it is a man ; we ought not to divide him into 
parts." Plato says, "We are not to fashion one without 
the other ; but make them draw together like two horses 



Studies from the Kindergarten. 41 

harnessed to a coach." "Inasmuch as the child is self- 
active says Dr. Harris, and grows only through the exer- 
cise of his self-activity, education consists entirely in 
leading the child to do what develops this power of doing ; 
any help that does not help the pupil to help himself 
is excessive." « 

Man is the only animal possessing two hands ; that is, 
a hand that has the adductor poUicis, or muscle of civiliza- 
tion, — the muscle that draws the thumb to the finger and 
hand. It is by the use of this muscle that man is enabled 
to engage in activities that ally him with God. 

We have a wrong and degrading notion about work and 
its meaning for the true life of man ; we do not work to 
gain a living, but because it it is the appointed means 
whereby we can develop the divine possibilities within us. 

It is urged with much force that the schools, in empha- 
sizing the literary side of education, do not meet the 
demands of the world's industrial interests ; that there is a 
dearth of talent and skill in industrial pursuits, and that 
labor is shunned as degrading instead of sought as ennob- 
ling. The Occupations of the Kindergarten, furnishing as 
they do work as well as play, serve to foster in the young- 
est child a spirit of interest and sympathy for all industry. 
The materials chosen by Froebel were few and simple, 
since the beauty of the finished work depends upon the 
skill in putting together rather than upon the material 
itself. 

"The child should be educated as the race has been 
educated," said Froebel, and in accordance with this prin- 
ciple we find that the Occupations of the Kindergarten are 
analogous in every respect to the industries of the race. 
Clay modeling, one of the first of the Occupations, was a 
common employment among the Egyptians and other 
ancient people. Weaving too, we find mentioned in 
Genesis, where Pharaoh arrayed Joseph in vestures of fine 
linen ; the ancient Greeks and Romans were engaged in it 



42 Studies from the Kindergarten. 

not only as a domestic employment but on a larger scale, 
and we even find remains of woven materials in the Swiss 
Lake dwellings, as products of the stone age. 

"What the children universally love to do must have 
some educational value," said the founder of the Kinder- 
garten; and where is the child who does not like to work 
in plastic substances; to make mud-pies, or to play in 
sand ? The paper-folding and cutting carry out the 
attempts of children the world over. This the youngest 
child loves to do, but instead of cutting aimlessly into 
chips, the little one is guided to do it systematically and 
his delight is almost boundless when he accomplishes the 
feat of representing forms of life and beauty. All these 
forms are reached through one typical form, and thus 
the elements of geometry are mastered by the children, 
not through abstract instruction, but by observation and by 
their own construction. All the Occupations are found to 
afford discipline for the eye and the hand, as well as that 
cultivation of the inventive powers through which industry 
becomes art. No Occupation is merely mechanical. It 
is one of the important rules that the merely mechanical 
is contrary to the child's nature and should be studiously 
avoided. 

Thus the child is led to observe all activities that serve 
to provide him with food, clothes and the home that shel- 
ters him. In the sewing-cards, for instance, the children 
find the three kingdoms, paper from the vegetable, needles 
from the mineral, wool from the animal kingdom ; thus 
they are led through the sewing-card into the whole 
world, and their interest is awakened in the world's work. 
Some one has said that the command, "Know thyself," is 
impossible of fulfillment except through obedience to the 
injunction " Know what thou canst work at." 

Matilda Lydia Gibbs. 



Studies from the Kindergarten. 43 

XIV. "COME, LET US LIVE WITH OUR CHILDREN" 
Come, let us live with our children; not for them, or at 
the same time, but with them, that our daily life may be so 
mingled with, and merged into, theirs, that one looking on 
cannot say where o\x\ relation to them begins or ceases. 
This is no light task; indeed, it is impossible without a 
certain God-given insight into child-nature. For children, 
like Juno, walk the earth with their heads in the heavens. 
It is hard to lift our thoughts from their daily level to meet 
the deep and abtruse reasonings of some great philosopher; 
but it is far harder to lift our thoughts above the petty, 
narrow surroundings of self, to the broad, untrammeled 
regions of a child's mind. We may conceal indifference 
and dislike from our dearest friend, but the clear, penetrat- 
ing glance of the child detects it at once. He knows 
whether we are interested in the story we are telling, 
or whether we are doing it merely to keep him quiet. So, 
if we wish to live with our children, we must not expect 
them to be able to live in the world we live in, but we must 
leave the world of self and enter the children's world. As 
I have said before, this is impossible without an intuitive 
knowledge of child-nature. Otherwise, we might grope 
along, bruising and disfiguring the children's delicate 
organs of feeling and thinking by our blind efforts to 
reach them. 

Sympathy is the expression of this Divine gift of knowl- 
edge of child-nature. We must be able to stand on the 
same spot the child stands on and look in the same direc- 
tion, if we wish to see what he sees. We must know what 
feelings led the boy to disobey, and what feelings followed 
his disobedience, before we can hope to influence him by 
our words and awaken contrition. On the other hand, we 
must not force our sympathy upon the children, for either 
they will become so dependent upon it that they will 
not be able to act without its aid, or else they will become 



44 Studies from the Kindergarten. 

indifferent to it, and then we shall be pushed out of the 
children's world. The doting and fussy mother is not 
living with her children any more than the careless and 
indifferent mother. Though the duty to live with the chil- 
dren rests first and chiefly upon parents, yet Froebel, the 
great apostle of child-culture, showed very plainly its im- 
portance to teachers, by making it the motto of his kin- 
dergarten system. 

The Kindergartener's fitness for her duty depends upon 
her ability to live with her children. She, no less than the 
mother, must enter the children's world if she would train 
and guide their slowly awakening threefold nature. How 
can she expect to supply the means for rousing and devel- 
oping the outward activity of this threefold nature if she is 
not able to recognize the inward causes of such activity.'^ 
The true kindergartner is not repelled by this requirement ; 
she finds that after living in the children's world, the world 
of self sinks out of sight, and she is able to look out over 
the roofs and see nothing but blue skies ; for to live with 
our children is to live very close to God himself. 

Amelie M. Farquhar. 



XV. THE LAW OF UNITY APPLIED : A MORNING 
IN THE KINDERGARTEN. 

That we may see how the theories to which we have just 
listened are carried out, we should visit some large kinder- 
garten where we shall find a room with abundant air and 
sunshine, having hanging baskets in the windows, sheaves 
of grain in the corners, and on a low table a globe of gold 
fish ; shells and minerals are also to be seen ; all these ob- 
jects are known and loved by the children. That which 
one loves as a child will probably interest him when he 
becomes a man. If, then, we would make naturalists or 
scientists of our children, how can we better begin than by 
familiarizing them with natural playthings such as those 
that God has given them } 

On the floor, in the centre of the room, is painted a large 
ring, and here are fifty children seated in a circle, each 
child forming a part of one large whole. As we enter, 
they are singing a " pendulum song," using their arms for 
pendulums. The song emphasizes the fact that the kinder- 



Studies from the Kindergarten. 45 

garten begins at a stated time and that all should then be 
present. The " good morning song," welcoming the hap- 
py day just beginning, is next sung ; and then a " good 
morning" to the sunshine. If the day is cloudy, the chil- 
dren play they are birds and that they fly above the 
clouds. 

Then the little hea'ds are bowed, and the hands are folded, 
while the children thank the Heavenly Father, who puts 
the sun in the sky, and who gives them " rest, food, and 
loving care." Then come a few games for the fingers, in 
which emphasis is given to the idea that the hand is a 
unity composed of five fingers. Then the kindergartner 
will give them a simple talk, either about some seeds, which 
the children may plant, or some flowers, or the seasons ; 
perhaps a chrysalis is in her hand, and she tells them the 
story of the worm which will sometime come out a butter- 
fly. 

After this the children are allowed, one at a time, to 
choose any play they wish. The choosing is an excellent 
moral training, for, of course, as there are so many children^ 
not all can choose, and some must give up to others. The 
games are symbolic and representative, and are a means of 
developing and cultivating the imagination. The child is 
in turn a carpenter, a blacksmith, a joiner, a shoemaker, 
etc, and is thus brought into relations with the universal 
activities of the race, and gains a respect for those who do 
in reality what he does in play. 

And now a chord is struck on the piano, and the chil- 
dren, rising at the signal, go to their various tables,, 
where they leave their chairs. Then they march for a few 
moments. This marching is excellent for several reasons: 
it not only rests them after sitting and by the rhythmic 
motion exerts a quiet, orderly influence, but it also brings 
out again the idea of unity. In the ring they were a unity ; 
they sang and played as a whole, not as individuals ; now 
they march not as single children, but as a line of soldiers, 
and, when they have finished marching, they will sit at 
their tables where each is again a part of a whole, bound ta 
consider and respect the rights of the other members of the 
community. 

See what the children are doing. Here are little ones 
playing with the balls, cubes, and cylinders of the second- 
Gift, becoming familiar with these forms and learning to 



46 Studies from the Kindergarten. 

love them ; not knowing that in handling them and playing 
with them they are using the great typical forms of Nature. 
At another table, children are using tablets of the seventh 
Gift and laying floors for an imaginary house. They can 
tell which are the right, acute, and obtuse angles ; they 
can point out the difference between the square and the 
triangle, and can even distinguish the different kinds of 
triangles. They have not learned these facts theoretically ; 
they have simply developed them, easily and naturally ; 
and they will never forget them. The little girl does not 
forget to designate by its right name the arm of her doll, 
nor will the child forget the obtuse angle of the triangle 
with which he so much delights to play. In all this play- 
work the children are gaining the spirit of obedience, self- 
control, and a manual training, which will prove invaluable 
to them in after life. It is quite surprising to see with 
what delicacy they learn to handle these Gifts ; when, 
they have successfully accomplished something, their great 
pride is in the fact that they can say, " I did it all myself." 

At a chord, they again rise, march, and once more form 
a ring ; more games are played, bodies and minds are 
trained, and, through the exercise of mutual forbearance 
between the members of the miniature state, a firm founda- 
tion for good citizenship is laid. Returning to their tables, 
they engage in the various occupations, which differ from 
the gift-lessons in that the children construct out of 
various materials, unrelated in themselves, pleasing wholes 
which may be carried home and presented to the different 
members of the family, thereby developing a loving, gener- 
ous spirit. Then the work is again put away, and, forming 
a ring once more, the "Good-bye Song" is sung, and they 
separate for the day. 

The above is but a brief sketch of the workings of tke 
Icindergarten, but enough has been given to show that in 
the work the child is developed on the three planes of his 
being, — physical, mental, and spiritual, and that he is 
guided into right relations with God and with man. 

Irene Chittenden Farquhar. 



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Manual training is an extension of kindergarten principles. 
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HAND CRAFT, 



A text book euibodyiug a system of pure 
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A New Book on a Popular Suhject 
revised and brought down to date. 

FIRST STEPS IN ELECTRICITY. 

By Charles Barnard. Describes a t-er- 
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THE NEW RUSKIN. 

BRANTWOOD EDITION. 

Of the new Brantwood Edition of Mr. 
Ruskin's works, published by his authority, 
printed from type and on paper selected 
by himself before his recent illness, with 
illustrations prepared under his own super- 
vision, and with separate introductions by 
Prof. Charles Eliot Norton of Harvard Col- 
lege, eight volumes are now ready : TIME 
AND TIDE, THE TWO PATHS, MUNERA 
PULYERIS, THE ETHICS OF THE DUST, 
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AND LILIES, $1.5n each, and THE SEVEN 
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Boards, 20 cents. 

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Presents in a series of pictures a con- 
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Notes d'un Americain Recueillies et Mises 
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FROEBEL AND THE KINDERGARTEN. 

1. Autobiography of Friedrich Frcehel. Translated and annotated by 
Emily Michaelis and H. Keatly Moore. Cloth, i2mo, pp. 183. $1.50. 

Useful and interesting * * * among the best that could be added to 
the teacher's library. — 7 Jie Chautauqiian, Oct., 1889. 

There is no better introduction to the Kindergarten. — Wisconsin Journal 
of Education, Sept., 1889. 

It is a book which can be trusted to make its own way. — The Independeyit, 
Oct. 10, 1889. 

These two books [Froebel and Pestalozzi] recently from the press of the 
enterprising and discriminating house of C. W. Bardeen, are the last and not 
the least important contribution to American pedagogical literature. The 
professional library is incomplete without them. — Canada School Journal, 
Sept., 1889. 

2. Child and Child Nature. Contributions to the understanding of 
Frcebel's Educational Theories. By the Baroness Marenholtz-Buelow. 
Cloth, i2mo, pp. 207. $1.50. 

It is a fit companion to the Autobiography and the two are published in 
the same style — a capital idea — and a royal pair of volumes they make. — 
Educational Cotirant, Oct., 1889. 

Its design is to illustrate the theory and philosophy of Frcebel's system. 
It does this so clearly and pleasingly as to give no excuse for criticism. * * 
* * The volume is one profitable for every mother, as well as every teacher 
of children. — Chicago Interocean, Sept. 14, 1889. 

3. The First Three Years of Childhood. By B. Perez, with an Intro- 
duction by Prof. Sully. Cloth, i2mo, pp. 294. $1.50. 

The eminent English psychologist. Prof. Sully, says that Perez combines 
in a very happy and unusual way the different qualifications of a good ob- 
server of children, and that he has given us the fullest account yet pub- 
lished of the facts of child-life. » * * 'fhe typography of the work is 
excellent, and in external appearance the book is by far the handsomest 
American edition issued. — Journal of Pedagogy, April, 1889. 

4. The Kindergarten System. Principles of Frcebel's System, and their 
bearing on the Education of Women. Also Remarks on the Higher Educa- 
tion of Women, By Emily Shirreff. Cloth, l2mo, pp. 200. $1.00 

5. Essays on the Kindergarten. Being a selection of Lectures read be- 
fore the London Froebel Society. Cloth, i2mo, pp. 175. $1.00. 

6. Frima7y Helps. A Kindergarten Manual for Public School Teachers. 
8vo, boards, pp. 58, with 15 full page plates. 75 cts. 

7. The New Education. Edited by W. N. Hailmann. Vols. V and VI, 
the last published. Each 8vo, cloth, pp. 146. $2.00. 

8. The Nezv Education. By Prof. J. M. D. Meikeljohn. Paper, i6mo, 
pp. 35. IS cts. 

C. W. BARDEEN, Publisher, Syracuse, N. Y. 




Edited By George P. Brown. 



Stands in the front rank of the Educational publications of 
the country. 

Its kinderg-arten department numbers among- other well 
known contributors — Miss Elizabeth Harrison, Principal Chi- 
cago Kindergarten Training School ; Miss F. Lilian Taylor, 
Director Kindergarten and Primary Instruction, Galesburg, 
111., and Miss Nora Smith, San Francisco. 

Send a postal request for sample copy, mentioning this 
paper. Address, 

Public-School Publishing Co., 

BLOOMINGTON, ILL. 

The Latest and Best Supplementary Reading is 

FOB BOYS AND GIBLS. 

By Charles DeGarmo. 



Illustrated by cuts from celebrated art works. 

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Paper covers, for supplementary reading, 20 cents. 

PUBLIC-SCHOOL PULISHMG CO., Publishers, 

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8 
JUST THE PAPER FOR KINDERGARTNERS. 

THE AMERICAN TEACHER. 

AN EDUCATIONAL MONTHLY, 

EXPLAINING AND ILLUSTRATING THE PRINCIPLES AND METHODS OF 
ELEMENTARY EDUCATION. 

LARGE QUARTO MAGAZINE OF 40 PAGES. ONLY $1.00 A YEAR 

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— SEND FOR SAMPLE COPY — 



NEW ENBLAl POBLISHms CO., 3 Somerset Street, Bosloii, Mass. 

The N. E. Bureau of Education, 

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It pledges promptness and fidelity to all its patrons, both School Officers and 
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EDUCATIONAL REVIEW. 

The beginning of tlie New Volume is a convenient time to subscribe. 

VOLUME II., (.JUNE-DECEMBER, '111) 

With the May number, the Edwxilionml Review completed its first volume. Among its 
contributors were Pres. Oilman of .Johns Hoplfins, U. S. Commissioner of Education 
Wm. P. Harris, Dr. Howard Crosby, Dr. Mary Putnam Jaoobi, Ex-Pres. Jarvis, of the 
Uuiv, of Col., and many other distinguished educators, including representatives from 
Harvard, Yale, Princeton, Univ. of Pa., Columbia, Brown, Williams, Tufts, Johns Hopkins, 
111. State Univ., Wesleyan, Univ. of Wise, Lafayette, Vassar, etc. 

The readers of Prof. Comey's article on •' The Growth of the New England Colleges," 
whose publication in the March number revolutionized the discussion of the shortening 
of the curriciilum, will be interested to know that he is extending his investigations over 
the rest of the country, and hopes to publish a paper announcing the results in the course 
of the second volume (.June-December, 1891). That vohime will also contain articles 
relating to the religious question in public education, the American high school, the place 
and influence of the scientific school in the United States, the training of teachers, the 
best methods of organizing and conducting the instruction in the several departments of 
the college, the problems of educational administration and supervision in large cities, etc. 
The more scientific aspects of pedagogy will receive adequate treatment. The Foreign 
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eflort will be spared to make the lieview a necessity to the studious teaelier, to the college 
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J5 cenls per copy, ^j per year, (to A^os., none being issued for 

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KINDERQARTNEES 

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Kichter'8 liCvana. (Covers period of 
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Kadestock's Importance of Habit 
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Kousseau's Emile. "Nature's First 
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she were the possessor of all the sciences. 
Price, 90 cents. 

D. C. HEATH & CO., 

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FROEBEL'S 

Educatioi] Of IV|an. 

Translated from the German by 

SUPT. W. N. HAILMANN. 

Edited by 

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" Eroebel is the educational reformer who 
has done more than all the rest to make 
valid in education what the Germans call 
' the developing method.' " — W. T. Haerib. 

"Those who persistently read his works 
are always growing in insight and in power 
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"It deserves the annual study of every 
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Will be sent, Post-paid on receipt of $1.50. 



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A STUDY OF CHILD NATURE, 

from a kindergarten standpoint by Elizabeth Harrison, 1 rincipa] cf Chicago 
Kindergarten Training School. This book is printed on laid paper, and neatly 
bound in cloth. Price $l.oo, postpaid. Ord rs for the same should be sent to 

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ART INSTITUTE BUILDING - - CHICAGO, ILL. 

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10 

A NATIONAL INSTITUTION 

KOR THE 

Professional Epipent of Teaclers. 

9 University Place, New York City. 



TEACHERS possessing scholarship, ability, experieuce, and maturity 
of mind are coming to realize that the N. Y. G. T. T. offers peculiar attrac- 
tions to progressive workers : in its faculty of specialists, its broad curricu- 
lum, its elective system, its students, its location — it is a stimulus to be for a 
year where there is so much going on — and its scholarshipB, which are open 
on specially advantageous terms to college graduates. Full information re- 
garding these points will be given upon application to the President of the 
New York College for the Training of Teachers. 

THE COLLEGES SAY that they are filling fewer positions to-day 
than they did ten years ago. It is getting to be the fashion for college 
graduates to prepare themselves for professional work by prefessioual train- 
ing. 

DR. G. STANLEY HALL SAYS there is a bright future before 
the young man or the young woman of education and ability who is willing 
to " burn his bridges behind him " and to prepare himself to be a profes- 
sional teacher. 

FACTS bearing upon this point will be furnished to those who desire 
data for personal guidance. 

THE CRAWFORD SHOE FOR GENTLEMEN, 

— SOLD ONLY AT — 

CRAWFORD SHOE STORES, 

837 Broadway, cor. 13th Street, ) 

281 Broadway, [• NEW YORK. 

216 West 125th Street, ) 

187 Fulton Street, 421 Fulton Street, BROOKLYN. 



NEW YORK 

College for the Training of Teachers. 



EXTEIVSIOIV CLA.SSESS!. 



I. Saturday Classes for Teachers 

in Educational Psychology, and in Methods of Teaching 
Number, Language, Geography, Natural Science, Form 
Study and Drawing, Mechanical Drawing, Wood-working, 
'Cooking and Sewing. 

II. Mothers' Classes 

in the theory of the Kindergarten, as announced on a 
previous page. 

III. Classes in Domestic Economy 

for those living in New York and vicinity who are unable 
to enter the regular classes. 

IV. Manual Training Classes 

for boys and girls ; held at the College, after school 
hours and on Saturdays. 

V. Manual Training Classes in Schools 

and missions both public and private, in cities and 
towns within a radius of one hundred miles of New York 
as well as in the city itself, taught by skilled instructors 
furnished by the day by the college. This plan has proved 
an effective means of aiding in the introduction of manual 
training into schools unable to command the entire time 
of an instructor. 



THE PEOPLE OF NEW YORK 

as well as others interested in the New Education, Manual 
Training, Art Education, the Kindergarten, and everything- 
that makes the modern school an adequate preparation for 
modern life, are invited to investigate the following points 
regarding the work of a national institution for the professional 
equipment of teachers. 

The Circular of Information 

of the New York College for the Training of Teachers, a state- 
ment of the details of a teacher's professional training. 

The Regular Classes 

of the College, always open to visitors; an object lesson upon 
the process of the professional training of professional teachers. 

J The Extension Classes 

of the college, described on the preceding page. 

The Horace Mann School 
its circular and its classes, a practical illustration of methods 
and processes of education from the Kindergarten through the 
High School. 

To THE College 

come as students, graduates of Wellesley College, University 
of Michigan, Smith College, Packer Collegiate Institute, Wheat- 
on Seminary, Boston Latin School, St. Louis Manual Training 
School, various normal schools and high schools, together with 
teachers of experience who are desirous of adding broad theory 
to successful practice. 

From the College 

go teachers to schools both public and private throughout the 
country, especially to New York City and vicinity, introducing 
manual training, objective methods in Science and in elemen- 
tary work, and professional standards ; to Hampton, Virginia, 
to enter Gen. Armstrong's work; to the Kindergartens of New 
York and other cities ; and to various places as supervisors 
of Form Study and Drawing, Domestic Economy, Natural 
Science. 

The Relation of the Work 
of this College not only to the life of New York City, with 
its free kindergartens, its boys' clubs, its mission work, 
its houses of industry, its various agencies of reform, as 
well as to the general work of uplifting standards of education 
throughout the country, is apparent from the above statement. 



